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Customized private in-home and online tutoring
Experience Trigonometry tutoring by highly credentialed tutors. Top tutors will help you learn Trigonometry through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.
Selected Trigonometry Tutors
Talented Trigonometry tutors are nearby and highly prepared to assist you in your educational journey. They hail from the highest caliber of schools including MIT, Stanford, UChicago, Yale, Harvard, UPenn, Notre Dame, Amherst, UC Berkeley, Northwestern, Rice, Columbia, WashU, Emory, Brown, Johns Hopkins, Vanderbilt, UNC, Michigan, UCLA, and other leading schools.
Rice University - Mathematical Economic Analysis
Old Dominion University - Civil Engineering
George Washington University - Structural Engineering
University Of Oregon - Mathematics
How your tutor helps you master: Trigonometry
SETTING TRIGONOMETRY LEARNING TARGETS
Your personal learning style and needs will be assessed by our educational director to ensure your key Trigonometry goals are met.
IDENTIFYING STRENGTHS & WEAKNESSES
Your skills and progress will be assessed by your Trigonometry tutor to help shape and define your lesson plan.
PERSONALIZED EDUCATION PLAN
Your tutor will design a custom-made program to get you on track to meet and exceed your goals.
Recent Tutoring Session Reviews
In this session, we completed her entire homework assignment and did a few extra problems for her personal enrichment. I also reviewed her old quizzes and tests and explained how to solve some of the problems that she didn't know how to approach. I think she has a lot of potential and I hope to help her overcome her mental block of self-doubt.
The student and I worked on her new stuff, logarithms, after quickly going over her test from right before break. She passed and also felt good about her recent quiz on logs. She's been on top of her homework lately, so we went over the ones she had questions on and then tried to get a head start on what should be coming up this week.
We worked on Sine and Cosine and geometric functions of right and non right triangles. He completely understands all his tools to solve for missing lengths or angles (triangle angle sum, Pythagorean theorem (on rights), rule of sines, and rule of cosines (for SAS)) and how to use them. We developed his confidence of word problems and reviewed how to properly communicate math (how to properly show one's work and the importance of being able to clearly share each step of logic).
I helped the student review for a quiz for his trig class. He did well. He got the problems right, and he followed the directions.
Today we worked on identifying and graphing tangent, cotangent, secant and cosecant graphs. The problems consisted mainly of graphing functions such as f(x) = -2cot (2x) + 2. I stressed to the student the importance of working off of the initial graphs and, looking at how the period and cycle of the graphs have been altered, as well as, graphing a few points to use as a guide for the graphing. We also looked at a few word problems on cotangent graphs but, nothing too different from the strictly equation-based graphing problems. I think the student had a fairly good handle on the material but I think that perhaps she still needs some additional practice, just because those four trig graphs can be difficult without a lot of practice.
The student and I reviewed matrix math. We reviewed and practiced how to represent systems of linear equations as matrices, matrix addition, multiplication, associative, distributive and commutative properties of matrices, row echelon form and reduced row echelon form, linear transformations and identity matrix.
The student was having difficulty with trigonometric graphing problems on a review for an upcoming exam. Although graphing trigonometric functions is something he is already familiar with, these problems were particularly confusing since they required working backwards from an image of a graph in order to derive the equation of the function. We worked through these problems together while reviewing important, relevant concepts including the amplitude, period, and displacement of sine waves, along how their representation in a function translates to changes in the function's graph. Eventually the student was able to piece together how to solve these exercises and was able to develop a strategy for similar problems. I also demonstrated to the student how sine graphs can be translated to cosine graphs by the addition of a constant to the x term, which may be helpful in the upcoming exam.
Topics on the review also included inverse trigonometric functions, and he worked through these with little trouble.
The student got a perfect score on his last trig test so that was great news, but scored poorly on his previous chemistry test. We spent some time going over where Elliott was tripped up, and then spent the remaining time working through some trig homework, dealing with Basic Trigonometric Identities.
This was my first session with the student. We worked on trig for his algebra 2 class. He was working on a review that we mostly finished during the session. He was asked to find missing sides and angles to triangles based on the trigonometric relationships between angles and sides. He also had to find reference angles for various angles given. He has a good grasp on the concepts and just needed a few clarifying points. We will work on chemistry next session.
Trig: working on right triangles and the definitions of sine-cosine-tangent and how they relate. Solving real-life examples. Creating proportions based on similar right triangles. Span: stem changing verbs in the present and preterite tense. Recognizing patterns of conjugation and putting words into sentences.
We went through her homeworks on trig identities, focusing on which steps to take when doing proofs. She's getting much better at it: she's remembering the strategies and requiring much less guidance.